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Graduate Profile Template Graduate
Graduate Profile Template Graduate
Graduate Profile
Graduate Diploma in Early Childhood Teaching
2014
Introduction
The Graduate Profile is a statement of the generic and specific attributes and skills of graduates of
the programme including the body of knowledge attained (CUAP Functions and Procedures, 20112012). The framework for graduate outcomes in the Graduate Profile may vary depending on the
award, however attention should be paid to the development in graduates of lifelong learning skills.
A Graduate Profile may contain the personal attributes, interactive attributes and specific
programme attributes which should ideally be displayed by graduates.
Graduate Diploma in Early Childhood Teaching
The vision of this programme is to educate people so they excel in becoming leading,
knowledgeable, inspirational and ethical teachers. Graduates will understand the contributions that
quality early childhood education can make to enriching individuals and society.
Life-long Learning Skills and Attributes of Graduates
Graduates will have:
Content and curriculum knowledge
specialist content and early childhood education curriculum knowledge.
Pedagogical knowledge
a deep and contemporary knowledge of education, philosophical concepts and approaches
necessary for quality teaching and learning experiences.
Pedagogical content knowledge
the ability to transform content, curriculum and pedagogical knowledge into effective and
powerful learning environments responsive to the needs and characteristics of diverse
learners.
Learners
an understanding of learning as a life-long process, of child development, of the social
contexts in which children live and the pedagogical opportunities of these.
Education context
an understanding of the broader socio-critical context of education and early childhood
education in particular, both nationally and internationally, that equips graduates to respond
critically and ethically to the complexities of educators roles.
Bicultural context
knowledge of the Treaty of Waitangi and culturally responsive pedagogies including the
ability to utilise te Reo me nga Tikanga Mori.
Professional role
an understanding of and the ability to enact the professional role of the teacher in the context
of legal, ethical and other professional responsibilities.
Reflexivity theory to practice
the ability to be critically reflexive in addressing education challenges in order to improve
teaching and learning processes.
Research
a critical appreciation of the role, and the uses of research to enhance praxis within
education contexts.
The following include some of the dispositions/attitudes which will be evident in the philosophies
and/or actions of successful graduates.